Se encontraron 48 investigaciones
The present study analyzes the benefit of a whole-class fine arts enrichment program on both gifted and non-gifted children in terms of their feelings about school, figural creativity, and school well-being. Participants were 500 students (including 50 gifted children) from primary public schools of San Miguel District, in Lima City. Three measures were used to enable a multimodal approach involving the self-report Peruvian version of Feelings About School scale (FAS), the Test of Creative Thinking-Drawing Production (TCT-DP), and the Autodetermination At School scale (AAS) (Sanchez & Blanc, 2019) were considered. Data analysis involves descriptive-correlational and comparative analysis in terms of feelings about school, figural creative performance, and self-determination in the school environment. Discussion includes variables related to the cognitive, conative, and social affective dimensions. Recommendations include suggestions for emotional support and talent development of students in the primary classroom.
Participantes:
Instituciones participantes:
El estudio tiene dos fases. En la Fase 1, se estudiarán las características asociadas al Síndrome del Impostor en Becarios universitarios con altas capacidades de una universidad privada de Lima. Se describirán los factores asociados con la autopercepción respecto a los propios logros y las atribuciones vinculadas, así como su relación con el perfeccionismo y la competitividad. En la Fase 2, se analizará el impacto de un programa de intervención que busca disminuir las consecuencias negativas del Fenómeno del Impostor en las y los jóvenes universitarios, incluyéndose recomendaciones con el fin de prevenir y promover el bienestar psicológico y la salud mental entre las y los estudiantes.
Participantes:
Instituciones participantes:
Difficulties in detecting cognitive impairment and dementia stand out, conditions highly prevalent at 58.80% and 8.5% respectively, according to studies conducted in Latin America. These difficulties are exacerbated by the scarcity of validated and standardized cognitive assessment instruments for this age group. The Montreal Cognitive Assessment (MoCA) has proven to be a useful tool for the early detection of dementia, evaluating eight domains of cognitive functions, including: visu‐ ospatial and executive function, naming, memory, attention, language, abstraction, and orientation. This study aims to standardize the Spanish version of the Montreal Cognitive Assessment (MoCA) for the elderly population in Lima, addressing the critical need for culturally and demographically adapted cognitive evaluation tools in Peru. The test was administered to 338 ambulatory and home‐ bound adults over 60 years old from three institutions: San Miguel District Municipality, San José Obrero Polyclinic in Barranco, and EDMECON in Surco. The study provides normative data and cut‐off scores for the Peruvian elderly population, facilitating the clinical application of the MoCA in Peru and potentially other Spanish‐speaking countries. Notably, the study found low perfor‐ mance on the delayed recall test and high scores on orientation tasks, indicating specific cognitive strengths and weaknesses within the sample. Significant influences from age and education were found, with education emerging as a stronger predictor of cognitive performance than age. We dis‐ cuss our findings in relation to the use of appropriate cutoff points and considerations of cultural sensitivity relevant to the Peruvian context.
Participantes:
Instituciones participantes:
Se analizará la relación entre la integración multisensorial y la sensibilidad auditiva en estudiantes universitarios con altas capacidades a partir de medidas psicológicas y de EEG computarizado. Se discutirán los resultados a la luz de los avances actuales en el estado de la cuestión.
Participantes:
Instituciones participantes:
Instructors employ a variety of teaching and learning strategies in the classroom. While traditional lectures remain a common method of instruction, many educators are incorporating active learning strategies into their teaching practices. Research has consistently demonstrated the advantages of active learning over traditional teaching methods. However, despite the evidence supporting its effectiveness, active learning may face student and teacher resistance. This paper presents a study conducted at a Peruvian university to investigate the factors that can influence the use of active learning strategies among professors of undergraduate computing and engineering programs. The lecturers filled out a questionnaire in which they had to report the frequency of use of different learning strategies, their beliefs about the effectiveness of the strategies, and their perception of self-efficacy in activities related to them. The results show that the frequency of use of non-active learning strategies, such as lectures or demonstrations of how to solve problems, is very high; however, it can also be observed that the use of active learning strategies, such as individual or group work, is relatively high. A strong positive correlation was found between the frequency of using learning strategies (both passive and active) and lecturers' beliefs in the effectiveness of those strategies, as well as their perceived self-efficacy in implementing them effectively.
Participantes:
Instituciones participantes:
People hold different perspectives about how they think the world is changing or should change. We examined five of these ¿worldviews¿ about change: Progress, Golden Age, Endless Cycle, Maintenance, and Balance. In Studies 1¿4 (total N=2733) we established reliable measures of each change worldview, and showed how these help explain when people will support or oppose social change in contexts spanning sustainability, technological innovations, and political elections. In mapping out these relationships we identify how the importance of different change worldviews varies across contexts, with Balance most critical for understanding support for sustainability, Progress/Golden Age important for understanding responses to innovations, and Golden Age uniquely important for preferring Trump/Republicans in the 2016 US election. These relationships were independent of prominent individual differences (e.g., values, political orientation for elections) or context-specific factors (e.g., self-reported innovativeness for responses to innovations). Study 5 (N=2140) examined generalizability in 10 countries/regions spanning five continents, establishing that these worldviews exhibited metric invariance, but with country/region differences in how change worldviews were related to support for sustainability. These findings show that change worldviews can act as a general ¿lens¿ people use to help determine whether to support or oppose social change.
Participantes:
Instituciones participantes:
La educación en el Perú se caracteriza por mantener un sistema educativo con altos niveles de acceso y bajos niveles de aprendizaje. Los resultados de las diferentes rondas del proyecto Niños del Milenio/Young Lives, revelan el impacto significativo del nivel socio-económico, de la capacitación docente a nivel de estrategias pedagógicas para fomentar la lectura de manera pertinente, y del clima de aula, para el desarrollo y fortalecimiento de la competencia lectora a lo largo de la vida. Si bien el Perú mostró alguna mejora en sus cifras sobre competencia lectora, las necesidades de aislamiento social por la Pandemia debido al COVID-19, frenó su desarrollo y retrocedió lo ya avanzado. La educación peruana se enfrenta al desafío, entre otros, de recuperar la competencia lectora como instrumento para el aprendizaje. En este contexto, nos parece relevante estudiar las creencias que sobre los procesos de comprensión lectora tienen los docentes de cuarto grado. A partir de un estudio fenomenográfico, se propone develar la jerarquía de categorías de las concepciones que usan los docentes, y examinar el sentido que brindan a las iniciativas escolares. Estas aproximaciones brindarán una nueva forma de aproximarnos a las concepciones sobre los procesos de comprensión lectora. Asimismo, la información sobre las creencias de los docentes y la formación de esta variedad de conceptos brindará sugerencias para resolver sus dudas.
Participantes:
Instituciones participantes:
Scientists agree on the importance of norm enforcement for resolving conflicts and promoting cooperation. However, little is known about preferred responses to rule breakers and how they may vary across cultures. We report a preregistered study measuring the appropriateness of using confrontation, social ostracism, gossip, or no action at all, in 57 countries across the globe. We find a striking pattern of cross-national variation. In countries with higher median income, more individualistic and emancipative values, more gender equality, and looser norms, we find physical confrontation and social ostracism of rule breakers to be viewed as less appropriate. In these countries it is instead more appropriate to use gossip (or do nothing). Thus, beliefs about how norms should be enforced vary with culture and seem to shift with economic development. Such differences may affect societies¿ ability to achieve norm compliance and pose a challenge to intercultural communication and coordination.
Participantes:
Instituciones participantes: